D.M. Mahendra Dissanayake

Qualifications

National Diploma in Education-Science/ English Medium-College of Education-Siyane
Diploma in English-Rajarata University of Sri Lanka

Subject- Science

Monthly Test-September, 2014

Science

No	Name	Marks
01	Kaveesha Gimhani Subasinghe	92
02	Anuththara Indeewari	57
03	Supuni Sahashrika Sathsarani	39
04	Ravitha Wathsala	75
05	Deshika Davindu Tilakaratne	73
06	Gayani Pamodya	47
07	Esala Chanuka Piyatilaka	81

Bhiksu University of Sri Lanka-Internal Students-Absalom and Achitophel -Summary

Dryden’s political satire Absalom and Achitophel reflects upon politics in England during the era of the Popish Plot (1679-1681), when the Whig Party, under the leadership of the earl of Shaftesbury, sought to prevent the legitimate succession of James, duke of York, because of his Catholicism. The Whigs supported a parliamentary bill that would have placed the illegitimate son of Charles II, James, duke of Monmouth, on the throne. Alarmed by efforts to tamper with established monarchical power, Dryden employs the biblical revolt against David by his son Absalom as a parallel narrative to discredit the Whig cause.

The poem represents a mixed, or Varronian, kind of satire, for satiric passages exist alongside straightforward normative portions. The plot is both loose and inconclusive, the satiric elements being confined to the poem’s first major section. Dryden narrates the origin and development of the supposed plot, which the Whigs had concocted to discredit the king’s position. Each prominent Whig leader is the subject of an extended poetic character, ridiculing him as extremist and undermining his reputation. Though biblical names are used, readers of the time clearly recognized each object of Dryden’s satiric thrusts. The efforts of Achitophel to tempt Absalom are partially successful. In the second section, Dryden outlines his theory of government, advocating established rights and powers and rejecting innovation. A second series of characters praises the king’s supporters in Parliament, and the poem concludes with a speech by King David (Charles II) upholding his traditional rights, offering conciliation, but also indicating firmness.

In the poetic characters, Dryden’s artistic skill is at its best. Using witty aphorisms and the stylistic conventions of the couplet—such as balance, antithesis, and chiasmus—Dryden succeeds in discrediting Whig leaders.

Source: www.enotes.com/topics/absalom-achitophel-24.09.2014

Bhiksu University of Sri Lanka-Internal Students-Break Break Break by Alfred Lord Tennyson: Critical Analysis

Break, Break, Break is an elegy by Alfred Lord Tennyson on the death of his friend Arthur Hallam. The author imagines to be standing near the cliff on the seashore and addressing to the sea waves which are lashing the rocks repeatedly. The poet finds an analogy and expresses it implicitly.

He wishes that the ‘waves’ of his grief would break the inarticulateness (inability to speak out) in his heart, so that he also expresses his grief easily. The speaker emotionally commands the sea to “break”. He wants the sea waves to break on the cliffs; but it is also possible to interpret the lines as demanding to ‘break’ the cold gray stones of the cliff. The ‘cold gray stones’ are symbolic of the hardened heart of his inexpressible grief.

In the first stanza the poet says that the torment of his heart as the death of his friend is tremendous. There is a struggle like the struggle of the sea waves on the stormy shores. The question before him is how he can express adequately the thoughts which are rushing into his mind. In the second stanza the poet says that life is full of joy for the fisherman’s son and daughter who are laughing and shouting merrily. The poet, on the other hand, is entirely in a different mood. He is restless and grief-stricken at the death of his friend. The poet admires the innocent joy of these youngsters but he is sorry because he cannot share it.

The lad of the sailor is also happy and sings in his boat face to face with the magnificence of the sea. But such joy is not for the poet. In the third stanza the poet says that the majestic ships ply on their destination under the hill. The poet however has no definite plan about his life and he misses his friend Hallam whose voice and touch were so soft and tender. The grief of the poet is terribly intense. In the two lines:

But O for the touch of a vanish’d hand
And the sound of a voice that is still!

The speaker turns aside seas and a very different picture of life. Unlike himself (grief-ridden) and the cold grey stones, the fisherman’s boy who is playing with his sister looks gay. So does the sailor’s lad singing in his boat on the bay. They're also the “stately’ ships going ‘on’ to their destinations. They all contrast with the speaker’s plight. They put the speaker’s grief-stricken situation on a contrastive prominence. He remembers the touch of his friend’s “vanished hand”, and the sound of his voice. The friendly voice has become still.

The speaker looks at the sea again and addresses to it once more. By this time he realizes that even if he manages to express his grief, the grace of his friend will never come back to him. The wish to express is itself no solution to the problem.

The poem is remarkable for the sound symbolism in it. The refrain “Break, Break, Break” that consists of one word repeated thrice parallels the waves that repeatedly beat the cliffs. Syntactically (structure of sentence) the line is a broken sentence. Economically empathic, the idea is further reinforced by the nature of the very sound the word is made of. The sentence of b-r-k makes a cracking sound; ‘b’ explodes; ‘r’ is harsh and ‘k’ stops before the pause of comma, ‘gray’, ‘stone’, ‘utter’, ‘crag’, ‘dead’ and even ‘tender’ (ironically) reiterate the same plosive, harsh and heavy sounds. They go together with the ideas of grief and the wish of breaking wherever they occur. We can also draw a neat distinction of these features with the absence of such sounds in the second and third stanza, which draw a picture of carefree children’s life and the ships.

The poem is written in four stanzas of four lines each: the first four and the last six are about grief, and the third stanza falls short of giving happy life. The rhyming scheme is abcb but with the harmony of the children’s life the rhyme also adds up to aaba. Master of technical and musical perfection, Tennyson seems to carve each word carefully into perfect form. Our understanding of the real incident of his friend’s death strikes us the more with the heartrending appeal to the ‘sea’ – a vast image of sorrow of the sad!

Source: www.bachelorandmaster.com/.../break-break-break.html -24.09.2014

D.M. Mahendra Dissanayake

D.M. Mahendra Dissanayake

Qualifications

National Diploma in Education-Science/ English Medium-College of Education-Siyane
Diploma in English-Rajarata University of Sri Lanka

Subject- Science

Monthly Test-September, 2014

Science

1.           Kaveesha Gimhani Subasinghe-92

2.      Anuththara Indeewari-57

3.      Supuni Sahashrika Sathsarani-39

4.      Ravitha Wathsala-75                                       

5.      Deshika Davindu Tilakaratne-73                    

6.      Esala Chanuka Piyatilaka-81                          

7.      Gayani Pamodya-47                                         

Dulain Sri Devsara

My name is Dulain Sri Devsara. I am six years old. I live in Anuradhapura. I study at Mahinda Model Primary School, Anuradhapura. I am in Grade one. I am interested in Art. My hobby is playing with toy cars. I have a big collection of toy cars. I like to eat fruits. I also like ice cream. My class teacher is Mrs. Kalyani. She is very kind to me. My father is Mr. Duminda. He is a Lecturer. My mother is Mrs. Chandani. She is an Agricultural Officer. They love me very much. I, too, love them very much. I am the only child in my family. 

Dulain Sri Devsara
Grade-01
Aloysius College
Anuradhapura

GCE-Adv.L-Examination- English Literature- The House of Bernada Alba By Federico Garcia Lorca-

Major Themes

Class

Bernarda's family is a landowning family and as such is wealthier than other families in the village. This explains much of both Bernarda's disdain for lower class people and her daughters' aloofness. La Poncia makes clear that the Alba family is only rich in the terms of a poor village, suggesting that they are not as wealthy as they believe. Lorca then is making a critical observation about the human need to keep others below, to find a way in which we can consider ourselves superior. The poor characters (the servants and La Poncia) are corrupted by these class distinctions and are made bitter in no small part because of their envy and their belief that the world has treated them unfairly by forcing poverty on them. Overall, Lorca's sympathy lies with the servants, in a tragic rather than political way: they are the underdogs, the ones whom fate has left with less freedom.

Sex/Love

Lorca's play, set in the deep heat of a remarkably hot summer, drips with sexuality. To some extent, this theme is inseparable from that of repression, since it is the sexuality of the daughters that is most strictly repressed. But it deserves its own consideration since Lorca's insights on sexuality are many. He seems to suggest that sexuality is an entirely natural facet of humanity - something all of us, women included, face in severe ways, but that does not mean it lacks danger. On the contrary, sexuality seems to be the driving force that brings tragedy to the play, and some of the stories told highlight how lust and desire have led to terrible ends in the past. For certain, the play stresses the importance of acknowledging our sexual desires and not hiding them behind veils, whether of religion, morality, guilt, or fear. Love deserves a bit of its own consideration if only because it is almost never discussed outside of its sexual component. Whether that is a symptom of the repression that has corrupted love, or the natural state for all humans, is a subject worth discussion.

Repression

Because it is perhaps the most intense theme of the play, understanding repression is the key to understanding both the characters and the story. Bernarda seems to understand that her children are capable of sexual desire, but she makes it her explicit purpose to tyrannically keep them from expressing those desires. They are forced into an eight-year mourning period at the beginning of the play, and she is terrified they might give in to the demands of a man like Pepe if they are not kept from exploring their desires. Even when La Poncia tells her that the children will break free the second they are given an inch of freedom, she believes she is doing the right thing. The claustrophobic atmosphere of the play is a reflection of the steady bitterness and hatred that exists between these sisters because they are so repressed. Their animosity towards one another is easiest to understand when one considers how desperately they all need Pepe as an object of admiration in their repressive world. Lorca might be ambivalent about the powers of human sexuality, but he is clear about the cost of repression: it causes people to shrivel up into suffering, which ultimately makes us into worse, uglier people.

Individuality

On the flip side of repression is the idea of individual freedom. Perhaps the most severe cost of repression is that it keeps a truly poetic soul, like Adela's, from flourishing. She shows time and time again that she is an eccentric with her own ideas of love and life. She ends the play willing to give up any security and safety just to be Pepe's mistress, arguably a decision more about freedom from Bernarda than about love for the selfish Pepe. Throughout the play, we see her attempt to flaunt her individuality, leading her to eventual suicide. As a poet in a conservative country, Lorca clearly sympathizes with this woman who is unable to realize her true personality and who dies for having tried to realize it.

Death

The play begins and ends with death. While the characters do not discuss the topic at length, their awareness of impending doom hangs like a shroud over the whole play. Martirio's depression can easily be attributed to an attitude of just filling the time, a suffering hunchback, until she dies. Where Adela equates repression with death, La Poncia suggests that giving in to one's sexuality leads to death. Indeed, Adela's tragic end confirms La Poncia's perspective. It is as though you cannot escape the force, an idea which indeed falls in line with Lorca's common use of the theme. In a way, one can read the play as a question: considering we are all to die at some point, how is it we should live our lives? By subscribing to a set of moral codes that limit us, or by courting danger through unfettered individuality?

Gossip

Bernarda herself exemplifies the provincial attitudes of the village where the play is set. Though she is criticized by the mourners in the funeral scene for gossiping too freely, it is clear that other neighbors are also interested in learning each other's dirty secrets. Fear of being seen as wicked by neighbors seems to motivate Bernarda's tyranny more than any particular moral code, in fact; her biggest concern when dealing with Adela's body at the end of the play is that the neighbors have woken up. Because of the harshness of gossip - and the physical danger that the group dynamic can cause, like with the young girl who murders her baby to avoid censure and then is herself killed - Bernarda seeks to have a squeaky clean house, unconcerned with the ironic darkness that bubbles up due to her demands.

Religion

Though not an explicit part of the story, religion permeates the world of the play. It can be understood in several ways. First, it is the primary cause of the strictures that lead to repression. The play opens immediately after a visit to the church for the funeral, and Bernarda expresses her belief that the church is the only place where women can look at men, suggesting that sexuality can only be hinted at in the confines of extreme respectability. Further, the church-related sacrament of marriage is understood to be the only outlet for a woman to show love for a man. Prudencia's visit in Act III poses the influence of religion as a larger duplicity that society uses to hide itself. Prudencia goes to church to deal with her sadness and shame over having banished her daughter, suggesting that it can be used as a salve for us to avoid action (in her case, opposing her husband's wishes to banish their daughter). Of course, as Prudencia is soon to leave her church ritual because she is being mocked there, Lorca again reminds us that as an institution of man, religion is subject to the pettiness of man.

Source: www.gradesaver.com › The House of Bernarda Alba › Study Guide-21.09.2014

D.N. Aloysius

Lecturer in English

Faculty of Social Sciences and Humanities

Rajarata University of Sri Lanka

Let’s protect the environment

        The environment is the surrounding we live in.  Humans and animals obtain different benefits from the environment such as food, water and air. Population is increasing day by day; therefore, humans need to grow more food using a lot of water.  There is less rain and as a result, we face long droughts. We also experience floods that devastate life and property. Therefore, we must remember that we cannot live without the environment.

        It is our duty to protect and care for the environment without polluting it. Taking good care of the environment is the responsibility of each and every one of us. The relationship between man and nature may be a complex one, but one thing is certain that all living beings depend on the environment.

        Some people think that the environment is just the air and we breathe or the waterways from which we obtain our drinking water. However, the environment is much more than air and water .The environment includes the entire surroundings, natural resources, plants, animals, the soil, air, sea, waterways, forests and everything that we depend on for our growth and existence.

       The environment is a part and parcel of our daily life. If we destroy it, we will not live happily.  All of us should remember how the tsunami affected us.

      Natural disasters such as floods, earth slips, wildfires and severe droughts can occur at any time. If we do not pay attention to the preservation of the environment, we will be compelled to pay a heavy price for our negligence.

Source: Junior Observer

H.M. Sandini Iranga Senanayake
English Teacher
Aloysius College 
Anuradhapura

C. Wimal Chanaka

Qualifications

Diploma in Health and Physical Education

Diploma in Psychology

Diploma in English

Subject Area

·     Health and Physical Education

·     Psychology

·     Science

Contact: 940714300180

                       940724054051

Teacher Trainees-English

Miss.S.H. Milani Sandamali- Waiting for entering the University or College of Education (English)

Miss. Subhani Thilakarathne- Waiting for entering the              University or College of Education (English)

   

Charitha Gangewaththa- Waiting for entering the University           

Madhavi Uthpala Dassanayake- A student at the Institute of Bankers of Sri Lanka

Mr. R.H. Karunaratne

Qualifications

• BA (Special- Geography 02nd  Class  (Honours) University of Peradeniya

• M.Ed -University of Colombo

• PGD in Education- Merit Pass-University of Colombo

• Certificate Course in Teaching Social Studies-AIT-Thailand

Subject Area

1. Geography
2. Citizenship Education
3. History

Diploma in Business Economics-Department of Social Sciences, Rajarata University of Sri Lanka

Business Communication

Memo

From              : Assistant General Manager

To                  : Branch Managers

Subject           : Management Review Meeting-2014

Date               : 20.09.2014

You are kindly informed that there will be a special Management Review Meeting for discussing the performance of the year, 2014 on 29^th September, 2014 at 9.00 a.m. at the Conference Room.

Please note that your participation in this regard is compulsory.

Assistant General Manager

Diploma in Business Economics-Department of Social Sciences, Rajarata University of Sri Lanka

Business Communication

Memo

From: Manager

To: Staff members

Subject: Promotion Programs-2015

Date: 20.09.2014

You are kindly informed that there will be a special meeting for discussing the future Promotion Programs for the year, 2015 on 25^th September, 2014 at 9.00 a.m. at the Board Room.

Please note that your participation in this regard is compulsory.

Manager

D.M. Mahendra Dissanayake

Qualifications

National Diploma in Education-Science/ English Medium-College of Education-Siyane
Diploma in English-Rajarata University of Sri Lanka

Subject- Science

Mr. G.M. Abayawickrama

Qualifications

B.Sc-University of Kelaniya
PEd-Open University of Sri Lanka
Diploma in English -University of Kelaniya

Subject

Mathematics

Monthly Test-September-2014, Aloysius College- Anuradhapura

All the students of Aloysius College- Anuradhapura are informed that the above test will be held from 20.09.2014 to 30.09.2014 at the college premises. The relevant marks will appear in the college web site.

Director,

Aloysius College,

Anuradhapura.

19.09.2014

Relative Pronouns-who-whom-whose-which-that-where ...

·        The boy passed the examination.  

·        He is very happy.

·        The boy, who passed the examination, is very happy.

·        The beggar is at the gate.

·        He is hungry.

·        The beggar, who is at the gate, is hungry.

·        The dog is angry.

·        It is barking.

·        The dog, which is angry, is barking.

·        Do you know the boy?

·        I help him.

·        Do you know the boy, whom/who I help?

·        This is the place.

·        I work there.

·        This is the place, where I work.

·        The girl is crying.

·        Her mother has gone abroad.

·        The girl, whose mother has gone abroad, is crying.

Activity

Combine the following sentences.

·        My uncle is a clerk. /He works at Talawa.

·        ---------------------------------------------------------------------------------

·        The book is on the table. /It is mine.

·        --------------------------------------------------------------------------------

·        Ravi is happy. /His father has bought him a bike.

·        --------------------------------------------------------------------------------

·        I met the person. /You helped him last week.

·        --------------------------------------------------------------------------------

·        I want to see the place. / You were born.

Activity

Write the two sentences.

·        The bike, which is near the gate, is very old.

·        --------------------------------------------------------------------------------

·        --------------------------------------------------------------------------------

·        The baby, whose mother has gone to the office, is crying.

·        --------------------------------------------------------------------------------

·        --------------------------------------------------------------------------------

·        The school, where my father works, is far away from the town.

·        --------------------------------------------------------------------------------

·        --------------------------------------------------------------------------------

·        My mother, who looks after me very carefully, is a nurse.

·        --------------------------------------------------------------------------------

·        --------------------------------------------------------------------------------

·        Do you know the teacher, who, teaches us English?

·        --------------------------------------------------------------------------------

·        --------------------------------------------------------------------------------

Activity

Make sentences using relative pronouns.